cost analysis - texas...

2 sets of 3-by-5-

inch cards. Sets

are designated

by common

color.

2 labeled

containers (large

brown bags will

work fine)

Pencils

MATERIALS

NEEDED

About 35-40 minutes.

TIME NEEDED

FOR LESSON

Cost Analysis

Educational Lesson: What is cost analysis?

Cost analysis helps us compare price based on the unit versus the whole item. This means that cost analysis helps us understand how much a serving or single item costs instead of the whole ingredient.

Why is cost analysis used?

Cost analysis is used to determine the cost of each portion of the meal that you are cooking. It also helps you determine total cost of dish and cost per serving. This is important so that you won’t buy too many ingredients and let them go to waste. Cost analysis can also help you save money if you do it correctly.

How to do cost analysis

Cost analysis is simple. All you have to do is divide the total cost of the item by the number con-tained in the package. The nutritious facts label will display the number of serving in the package. Once you are done doing this, you know how much each item cost.

Examples of cost analysis: Formula (total cost divided by the # in the package)

Eggs:

A carton of eggs costs $2.19. There are 12 eggs in each carton.

To figure out the cost per egg, divide 2.19 by 12.

2.19/12 = .1825

The cost would be 18 cents per egg.

If the recipe you are using calls for 3 eggs, then you multiply .18 by 3.

3 X .18 = .54

The total cost of the three eggs to make your recipe is 54 cents.

Bread:

A loaf of bread costs $1.49.

There are 22 slices in each loaf. Use the formula.

1.49/22 = .07 per slice

If you used 6 slices of bread, then you multiply .07 X 6 = .42 cents

The total cost of the 6 slices of bread would cost you 42 cents.

Learner Objectives:

The 4-H member will:

Learn to figure cost analysis.

Learn how to determine cost of amount of ingredient used.

Learn how to figure total cost of dish.

Learn how to figure cost per serving.

Preparation: Prepare a set of cards for each team (two teams with 15 to 20 cards each). Each set of cards should be the same, but there must be a mark that distinguishes the different teams, or two different colored index cards can be used. Each of the cards will have a different problem of cost analysis on it. Containers can be made for each team to place their cards into once they are done solving the problem (large brown bags work fine), or teams can just create a stack of completed cards.

Rules:

1. Divide youth into two (2) teams are selected, and clear the room to allow running a relay.

2. Each student must start behind a line, pick up a card, talk to their team and solve the cost analysis problem together. Use the pencil that is provided, write down their answer on the card, and then run to place it in the container/bag.

3. They must return to tag the next person in line, and repeat step 2 until all cards are used.

4. The winning team (first to deposit all of their cards in the containers) receives 5 points for best speed; the second team will receive 3 points.

5. The instructor will go to the containers and remove the cards, checking with the groups for correct answers. This can be also be done by using an “honest system” and having each team indicate whether they figured the cost analysis correctly and keeping track of their points. The instructor should talk through each problem with the youth. Each correct answer is worth one (1) point.

6. The team with the highest point total wins.

***Examples of questions to write on index cards are on the following pages.

Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national

origin. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.

Reflection:

References

Why is cost analysis used?

If you have to use 3 slices of cheese for a recipe, how much are you spending on cheese for your recipe?

Explain what cost analysis is in your own words.

Activity: Educational Relay

Gilbert, G. G., Sawyer, R. G., & McNeill, B. (2011). Methods of instruction/intervention. Health Education: Cre-

ating Strategies for School and Community Health (3rd Ed) (pp. 127-128). Sudbury, Mass: Jones and Bartlett Pub-

lishers. Adapted by Abby Melendez (2015).

McVety. (2009). Determining portion costs and selling prices (pp. 91-92). Kendall Hunt Publishing. Adapted by

Abby Melendez (2015).

Examples of cards:

Ex. 1

If the cost of Ritz crackers is $3.27, what is the cost per serving?

Ex.2

If the cost of Domino sugar is $2.49, what is the

cost per serving?

Ex. 3

If the cost of Nature’s Own Bread is $2.89, what is the cost per serving?

Ex. 4

If the cost of a carton of eggs is $2.49, what is the cost per serving?

Ex. 5

If the cost of frozen broccoli is $1.47, what is the cost per

serving?

Ex. 6

If the cost of Barilla Tri-Color Rotini is $1.69, what is the cost

per serving?

Ex. 7

If the cost of ranch dressing $2.78, what is the cost per

serving?

Ex. 8

If the cost of a bag of Fritos Original Corn Chips is $3.98,

what is the cost per serving?

Ex. 9

If the cost of a 1 pound package of ground beef is $5.47, what is the

cost per serving?

Ex. 10

If the cost of a half gallon of chocolate milk is $1.92, what is

the cost per serving?

Ex. 11

If the cost of a can of chicken noodle soup is $1.58, what is the cost per

serving?

Ex. 12

If the cost of a box of Fiber One granola bars is $2.50, what is the cost per

serving?

Ex. 13

If the cost of a jar of spaghetti sauce is $3.93, what is the cost per serving?

Ex. 14

If the cost of a carton of orange juice is $3.38, what is the

cost per serving?

Ex. 15

If the cost of a box of cereal is $3.22, what is the cost per serving?

Ex. 16

If the cost of a rotisserie chicken is $6.99, what is the cost per

serving?

Ex. 17

If the cost of a package of Oreo’s is

$2.98, what is the cost per serving?

Ex. 18

If the cost of a pint carton of Ben & Jerry’s ice cream is $3.97,

what is the cost per serving?

Ex. 19

If the cost of Gold Medal’s All Purpose Flour is

$2.46, what is the cost per serving?

Ex. 20

If the cost of blueberry PopTarts is $1.98, what is the cost

per serving?

Answers for examples

1. $0.12

2. $0.02

3. $0.14

4. $0.20

5. $0.07

6. $0.28

7. $0.08

8. $0.36

9. $1.37

10.$0.24

11.$0.79

12.$0.50

13.$0.66

14.$0.48

15.$0.40

16.$0.87

17.$0.30

18.$0.99

19.$0.03

20.$0.25

1 copy of

crossword puzzle

for each student

Copies of recipes

for each group

MATERIALS

NEEDED


TIME NEEDED

FOR LESSON

Food Preparation

Educational Lesson:

What are the 8 methods of Food Preparation?

Baking – This is the method of placing food in a pan or dish into the oven. Baking does not re-quire that you add extra fat to the food. If you want to make chicken breasts, season them and then stick them into the oven to bake.

Braising – This involves browning your ingredient first on top of the stove in a pan, then letting your ingredient slowly cook with a small quantity of liquid (such as water or broth) with a lid placed on top of the pan. Braise your beef by placing it in oil until it gets brown, then add liquid to the pan, then cover the pan and let it cook until the meat is tender.

Broiling and grilling – Both of these methods expose food to direct heat. To grill, place the food on a grill rack above a heat source. For broiling, place food on a broiler rack below a heat source. Both of these methods allow the fat in your food to drip away. When barbequing out-side grill the meat in a barbeque pit.

Poaching – For this method, gently simmer ingredients in water or broth until the food is fully cooked and tender. After seasoning the chicken, poach it in water to make it tender.

Roasting – This method is like baking, but in higher temperatures. This method uses the oven’s dry heat to cook the food. Roast your sweet potatoes in the oven to make sweet potato fries.

Sautéing – This method cooks food quickly in a small amount of oil in a pan over direct heat. Sauté onions and garlic before adding to soup.

Steaming – This is one of the simplest methods, you steam your food in a perforated basket suspended above simmering liquid. If the liquid is flavorful the food will have that flavor as well. Steam vegetables, such as broccoli.

Stir-frying – This method is a traditional Asian method, it cooks small pieces of food while they’re rapidly stirred in a wok or large nonstick frying pan. This method only needs a small amount of oil or cooking spray. Add vegetables, and protein of your choice to a pan in oil and make a stir fry.

Steps for clean and healthy food preparation

Step 1: Source your ingredients. Make sure you have all of your ingredients before you start cook-ing.

Step 2: Wash your hands. Your hands can spread bacteria easily which is why it’s important to wash your hands before and after you are cooking.

Step 3: Keep your worktops and cooking materials clean. Always keep your materials clean and don’t forget to change out your dish cloths regularly because they can harbor bacteria.

Step 4: Separate raw meat/fish from dry/ ready prepared ingredients. Keep raw meats away from foods that are ready for consumption.

Step 5: Where relevant, wash, peel, chop and grate ingredients before you start cooking.

Step 6: Clean up/ clear up as you go along so that you keep work surfaces clean and manageable.

Learner Objectives:


Learn food preparation terminology.

Learn the purpose of food preparation methods and when to use each.

Understand the steps for clean and healthy food preparation.

At the end of the educational lesson, pass out a copy of the puzzle for each student to complete. Give them 7 minutes to try and complete it without notes, if they still aren’t done with the puzzle once the 7 minutes are over, allow them to use their notes.

OR

Preparation Steps Activity

Hand out the recipes that are attached on page 5. Allow the students to work in groups of 3 to 4 and have them put the steps of preparation in order.

OR

Ingredients Food Preparation

Give the children a list of ingredients from a recipe and work in small groups of 3 to 4 to determine what methods of food preparation they would use and why.



Reflection:

References

List 3 or more methods of food preparation, and explain what each of them are.

List at least 3 steps for healthy and clean food preparation.

Why is having clean hands while in the kitchen important?

Activity: Crossword Puzzle

ACS Distance Education (2013). Food Preparation– The Basics. Retrieved on March 4, 2015, from http://

www.acsedu.co.uk/Courses/Hospitality/FOOD-PREPARATION-BRE212-694.aspx.

Mayo Clinic (2014). Healthy cooking techniques: Boost flavor and cut calories. Retrieved on March 4, 2015, from

http://www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/in-depth/healthy-cooking/art-20049346?

pg=1.

The Teachers Corner (n.d.). Crossword Puzzle Maker. Retrieved on March 4, 2015, from http://

worksheets.theteacherscorner.net/make-your-own/crossword/.

All Recipes (n.d.) Award Winning Soft Chocolate Chip Cookies. Retrieved on March 2, 2015, from http://

allrecipes.com/recipe/award-winning-soft-chocolate-chip-cookies/detail.aspx.

Fischbach, A. (2015). Cheesy chicken pasta bake. Retrieved on March 2, 2015, from http://

alidaskitchen.com/2015/02/17/cheesy-chicken-pasta-bake-recipe/.

Jeanie, Lulu (2015). Chicken Parmigiana. Retrieved on March 2, 2015, from http://jeanieandluluskitchen.com/

recipe/chicken-parmigiana/.

CHICKEN PARMIGIANA

Directions

1. Get the breaded chicken into the hot oil to pan fry on the first side for about 3 minutes to let it get super crisp and

golden. Flip then over to get just as crispy and golden on the other side for another 3 minutes, then remove them to a

plate lined with paper towel to blot them.

2. Once the breading line is set up fill a cast iron skillet with about an inch and a half of canola oil and heat it over

medium high heat to pan fry the chicken. Pre-heat the oven to 350 as well. While the oil gets hot put all 4 chicken

breasts through the breading line. Use one hand to coat the chicken in the flour, the other hand to dip it in the egg

wash mixture, then back to the first hand to coat it in the breadcrumbs. This keeps it as clean and neat as possible.

Then just transfer the chicken to the plate once it is breaded.

3. First, set up the breading line for the chicken with three big, shallow bowls. In the first bowl mix together the

flour, dried onion and dried oregano. In the second bowl whisk together the eggs, water and minced garlic. In the

third bowl mix together the breadcrumbs and parmesan cheese. Have a plate handy on the end to hold the breaded

chicken.

4. When time is up, take the baking dish out and let the chicken rest a minute. Then sprinkle finely chopped fresh

parsley on top for some green freshness and serve immediately!

5. Move the chicken into a baking dish and top each piece with a 1/4 cup of marinara sauce. Then lay 2 slices of

smoked mozzarella on each piece over the marinara to finish assembling the chicken parmigiana. Get the baking

dish into the oven to let the chicken parmigiana bake for 15 minutes. The mozzarella will melt gorgeously!

Award Winning Soft Chocolate Chip Cookies

Directions

1. Bake for 10 to 12 minutes in the preheated oven. Edges should be golden brown.

2. Preheat oven to 350 degrees F (175 degrees C). Sift together the flour and baking soda, set aside.

3. In a large bowl, cream together the butter, brown sugar, and white sugar. Beat in the instant pudding mix until

blended. Stir in the eggs and vanilla. Blend in the flour mixture. Finally, stir in the chocolate chips and nuts. Drop

cookies by rounded spoonfuls onto ungreased cookie sheets.

Cheesy Chicken Pasta Bake

Directions

1. In a large pot, cook pasta to al dente according to package directions.

2. Place chicken in the same nonstick skillet and cook until no longer pick (about 3 to 6 minutes, depending on the

size of the pieces). Add vegetables and stir.

3. Put pasta back into large pot. Add vegetables and toss to combine. Pour in pasta sauce and Greek yogurt, 1 cup

cheese and stir until combined. Pour into prepared baking dish. Sprinkle with remaining cheese and cover with foil

to bake for 10 minutes. Remove foil and bake for an additional 5 minutes, or until cheese is melted and bubbly.

4. Preheat oven to 375F degrees. Spray a 13x9-inch baking dish with cooking spray and set aside.

5. While pasta is cooking, heat oil in a large nonstick skillet. Add onions and pepper, and cook for 5 minutes, or un-

til softened. Add garlic and cook for one minutes, or until fragrant. Move cooked vegetables into a bowl.

Preparation Steps Activity Answers:

Chicken Parmigiana

3, 2, 1, 5, 4

Award winning soft Chocolate Chip Cookies:

2, 3, 1

Cheesy Chicken Pasta Bake:

4, 1, 5, 2, 3

Ingredients & Food Preparation Activity

What method of food preparation should be used for each ingredient?

Ingredient: 4 Mission Artisan Corn & Whole Wheat Blend Tortillas

Method:

Ingredient: 8 oz. Sirloin steak

Method:

Ingredient: ½ cup Teriyaki marinade

Method:

Ingredient: ½ cup cucumber

Method:

Ingredient: ½ cup carrots

Method:

Ingredient: ½ tsp. fresh ginger

Method:

Ingredient: ½ tsp. sesame seeds

Method:

1 copy of

crossword puzzle

for each student

Copies of recipes

for each group

MATERIALS

NEEDED


TIME NEEDED

FOR LESSON

Food Preparation

Educational Lesson:

What are the 8 methods of Food Preparation?

Baking – This is the method of placing food in a pan or dish into the oven. Baking does not re-quire that you add extra fat to the food. If you want to make chicken breasts, season them and then stick them into the oven to bake.

Braising – This involves browning your ingredient first on top of the stove in a pan, then letting your ingredient slowly cook with a small quantity of liquid (such as water or broth) with a lid placed on top of the pan. Braise your beef by placing it in oil until it gets brown, then add liquid to the pan, then cover the pan and let it cook until the meat is tender.

Broiling and grilling – Both of these methods expose food to direct heat. To grill, place the food on a grill rack above a heat source. For broiling, place food on a broiler rack below a heat source. Both of these methods allow the fat in your food to drip away. When barbequing out-side grill the meat in a barbeque pit.

Poaching – For this method, gently simmer ingredients in water or broth until the food is fully cooked and tender. After seasoning the chicken, poach it in water to make it tender.

Roasting – This method is like baking, but in higher temperatures. This method uses the oven’s dry heat to cook the food. Roast your sweet potatoes in the oven to make sweet potato fries.

Sautéing – This method cooks food quickly in a small amount of oil in a pan over direct heat. Sauté onions and garlic before adding to soup.

Steaming – This is one of the simplest methods, you steam your food in a perforated basket suspended above simmering liquid. If the liquid is flavorful the food will have that flavor as well. Steam vegetables, such as broccoli.

Stir-frying – This method is a traditional Asian method, it cooks small pieces of food while they’re rapidly stirred in a wok or large nonstick frying pan. This method only needs a small amount of oil or cooking spray. Add vegetables, and protein of your choice to a pan in oil and make a stir fry.

Steps for clean and healthy food preparation

Step 1: Source your ingredients. Make sure you have all of your ingredients before you start cook-ing.

Step 2: Wash your hands. Your hands can spread bacteria easily which is why it’s important to wash your hands before and after you are cooking.

Step 3: Keep your worktops and cooking materials clean. Always keep your materials clean and don’t forget to change out your dish cloths regularly because they can harbor bacteria.

Step 4: Separate raw meat/fish from dry/ ready prepared ingredients. Keep raw meats away from foods that are ready for consumption.

Step 5: Where relevant, wash, peel, chop and grate ingredients before you start cooking.

Step 6: Clean up/ clear up as you go along so that you keep work surfaces clean and manageable.

Learner Objectives:


Learn food preparation terminology.

Learn the purpose of food preparation methods and when to use each.

Understand the steps for clean and healthy food preparation.

At the end of the educational lesson, pass out a copy of the puzzle for each student to complete. Give them 7 minutes to try and complete it without notes, if they still aren’t done with the puzzle once the 7 minutes are over, allow them to use their notes.

OR

Preparation Steps Activity

Hand out the recipes that are attached on page 5. Allow the students to work in groups of 3 to 4 and have them put the steps of preparation in order.

OR

Ingredients Food Preparation

Give the children a list of ingredients from a recipe and work in small groups of 3 to 4 to determine what methods of food preparation they would use and why.



Reflection:

References

List 3 or more methods of food preparation, and explain what each of them are.

List at least 3 steps for healthy and clean food preparation.

Why is having clean hands while in the kitchen important?

Activity: Crossword Puzzle

ACS Distance Education (2013). Food Preparation– The Basics. Retrieved on March 4, 2015, from http://

www.acsedu.co.uk/Courses/Hospitality/FOOD-PREPARATION-BRE212-694.aspx.

Mayo Clinic (2014). Healthy cooking techniques: Boost flavor and cut calories. Retrieved on March 4, 2015, from

http://www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/in-depth/healthy-cooking/art-20049346?

pg=1.

The Teachers Corner (n.d.). Crossword Puzzle Maker. Retrieved on March 4, 2015, from http://

worksheets.theteacherscorner.net/make-your-own/crossword/.







CHICKEN PARMIGIANA

Directions

1. Get the breaded chicken into the hot oil to pan fry on the first side for about 3 minutes to let it get super crisp and

golden. Flip then over to get just as crispy and golden on the other side for another 3 minutes, then remove them to a

plate lined with paper towel to blot them.

2. Once the breading line is set up fill a cast iron skillet with about an inch and a half of canola oil and heat it over

medium high heat to pan fry the chicken. Pre-heat the oven to 350 as well. While the oil gets hot put all 4 chicken

breasts through the breading line. Use one hand to coat the chicken in the flour, the other hand to dip it in the egg

wash mixture, then back to the first hand to coat it in the breadcrumbs. This keeps it as clean and neat as possible.

Then just transfer the chicken to the plate once it is breaded.

3. First, set up the breading line for the chicken with three big, shallow bowls. In the first bowl mix together the

flour, dried onion and dried oregano. In the second bowl whisk together the eggs, water and minced garlic. In the

third bowl mix together the breadcrumbs and parmesan cheese. Have a plate handy on the end to hold the breaded

chicken.

4. When time is up, take the baking dish out and let the chicken rest a minute. Then sprinkle finely chopped fresh

parsley on top for some green freshness and serve immediately!

5. Move the chicken into a baking dish and top each piece with a 1/4 cup of marinara sauce. Then lay 2 slices of

smoked mozzarella on each piece over the marinara to finish assembling the chicken parmigiana. Get the baking

dish into the oven to let the chicken parmigiana bake for 15 minutes. The mozzarella will melt gorgeously!


Directions



3. In a large bowl, cream together the butter, brown sugar, and white sugar. Beat in the instant pudding mix until

blended. Stir in the eggs and vanilla. Blend in the flour mixture. Finally, stir in the chocolate chips and nuts. Drop

cookies by rounded spoonfuls onto ungreased cookie sheets.


Directions


2. Place chicken in the same nonstick skillet and cook until no longer pick (about 3 to 6 minutes, depending on the

size of the pieces). Add vegetables and stir.

3. Put pasta back into large pot. Add vegetables and toss to combine. Pour in pasta sauce and Greek yogurt, 1 cup

cheese and stir until combined. Pour into prepared baking dish. Sprinkle with remaining cheese and cover with foil

to bake for 10 minutes. Remove foil and bake for an additional 5 minutes, or until cheese is melted and bubbly.


5. While pasta is cooking, heat oil in a large nonstick skillet. Add onions and pepper, and cook for 5 minutes, or un-

til softened. Add garlic and cook for one minutes, or until fragrant. Move cooked vegetables into a bowl.

Preparation Steps Activity Answers:

Chicken Parmigiana

3, 2, 1, 5, 4

Award winning soft Chocolate Chip Cookies:

2, 3, 1

Cheesy Chicken Pasta Bake:

4, 1, 5, 2, 3

Ingredients & Food Preparation Activity

What method of food preparation should be used for each ingredient?

Ingredient: 4 Mission Artisan Corn & Whole Wheat Blend Tortillas

Method:

Ingredient: 8 oz. Sirloin steak

Method:

Ingredient: ½ cup Teriyaki marinade

Method:

Ingredient: ½ cup cucumber

Method:

Ingredient: ½ cup carrots

Method:

Ingredient: ½ tsp. fresh ginger

Method:

Ingredient: ½ tsp. sesame seeds

Method:

Printed copies of

recipes

MATERIALS

NEEDED


TIME NEEDED

FOR LESSON

Food Substitutions

Educational Lesson: What is a Food Substitution?

Food substitution is the simple art of altering a recipe to make it healthier. There are many ways to create healthy food recipes by just replacing one simple ingredient and not having to sacrifice taste and enjoyment. Below are a few examples of food substitution.

Simple Food Substitutions

Learner Objectives: The 4-H member will:

Learn why food substitution are important to a healthy diet.

Be able to list at least 5 or more food substitutions to create a dish that is healthier.

Instead of Try this

Butter, margarine, shortening or oil in baked

goods

Applesauce or prune puree for half of the

called-for-butter, or butter spreads that don’t

have trans fats

Eggs Two egg whites

Pasta, enriched (white) Whole-wheat pasta

Sour cream, full fat Fat-free or low-fat sour cream, plain fat-free

or low fat yogurt

Regular ground beef Lean ground beef or lean ground turkey

Whole milk 1% milk or skim milk

Flour, all-purpose (plain) Whole-wheat flour for half of the recipe and

all-purpose for the other half

Bread crumbs, dry Rolled oats or crushed bran cereal

Butter, margarine, shortening or oil to pre-

vent sticking

Cooking spray or nonstick pans

Sugar Reduce the amount of sugar by one-half; in-

tensify sweetness by adding vanilla, nutmeg,

or cinnamon

White bread Whole-grain bread

Divide the students into 3 evenly split teams. Each team will receive a recipe and will be required to make at least 3 substitutions to make it a healthier option. Allow the students about 7 minutes to brainstorm. Once they are finished, instruct each group to present what they came up with.

***Recipes are attached or any recipe may be used.



Reflection:

References

What is a food substitution?

List a food substitution for regular ground beef.

List a food substitution that wasn’t listed in the educational lesson.

Activity: Recipes

Mayo Clinic (2014). Healthy Recipes: A guide to ingredient substitutions. Retrieved on March 2, 2015, from http://

www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/in-depth/healthy-recipes/art-20047195.







Bielamowicz, M. C. (2012). Altering Recipes for Good Health. Texas A&M Agrilife Extension, pp.8.

Health & Human Services (n.d.). Tips for Healthy Substitutes. Retrieved on April 8, 2015, from http://

www.health.gov/dietaryguidelines/dga2005/healthieryou/html/tips_healthy_subs.html.

Chicken Parmigiana

Ingredients

FOR THE CHICKEN

¾ cup all-purpose flour

½ teaspoon dried onion

½ teaspoon dried oregano

2 whole eggs

1 dash water

½ tablespoon minced garlic

¾ cup seasoned breadcrumbs

1 tablespoon freshly grated parmesan cheese

4 whole boneless skinless chicken breasts

canola oil as much needed for pan frying

FOR ASSEMBLING THE CHICKEN PARMIGIANA

1 jar homemade marinara

8 slices mozzarella

fresh parsley finely chopped as needed for garnish

Instructions

1. First, set up the breading line for the chicken with three big, shallow bowls. In the first bowl mix together the flour, dried

onion and dried oregano. In the second bowl whisk together the eggs, water and minced garlic. In the third bowl mix together

the breadcrumbs and parmesan cheese. Have a plate handy on the end to hold the breaded chicken.

2. Once the breading line is set up fill a cast iron skillet with about an inch and a half of canola oil and heat it over medium

high heat to pan fry the chicken. Pre-heat the oven to 350 as well. While the oil gets hot put all 4 chicken breasts through the

breading line. Use one hand to coat the chicken in the flour, the other hand to dip it in the egg wash mixture, then back to the

first hand to coat it in the breadcrumbs. This keeps it as clean and neat as possible. Then just transfer the chicken to the plate

once it is breaded.

3. Get the breaded chicken into the hot oil to pan fry on the first side for about 3 minutes to let it get super crisp and golden.

Flip then over to get just as crispy and golden on the other side for another 3 minutes, then remove them to a plate lined with

paper towel to blot them.

4. Move the chicken into a baking dish and top each piece with a 1/4 cup of marinara sauce. Then lay 2 slices of smoked

mozzarella on each piece over the marinara to finish assembling the chicken parmigiana. Get the baking dish into the oven to

let the chicken parmigiana bake for 15 minutes. The mozzarella will melt gorgeously!

5. When time is up, take the baking dish out and let the chicken rest a minute. Then sprinkle finely chopped fresh parsley on

top for some green freshness and serve immediately!

http://jeanieandluluskitchen.com/ingredient/all-purpose-flour/

http://jeanieandluluskitchen.com/ingredient/dried-onion/

http://jeanieandluluskitchen.com/ingredient/dried-oregano/

http://jeanieandluluskitchen.com/ingredient/eggs-2/

http://jeanieandluluskitchen.com/ingredient/water/

http://jeanieandluluskitchen.com/ingredient/minced-garlic/

http://jeanieandluluskitchen.com/ingredient/seasoned-breadcrumbs/

http://jeanieandluluskitchen.com/ingredient/freshly-grated-parmesan-cheese/

http://jeanieandluluskitchen.com/ingredient/boneless-skinless-chicken-breasts/

http://jeanieandluluskitchen.com/ingredient/canola-oil/

http://jeanieandluluskitchen.com/ingredient/homemade-marinara/

http://jeanieandluluskitchen.com/ingredient/smoked-mozzarella/

http://jeanieandluluskitchen.com/ingredient/fresh-parsley/


Ingredients:

4 1/2 cups of all-purpose flour

2 teaspoons baking soda

2 cups butter, softened

1 1/2 cups packed brown sugar

1/2 cup white sugar

2 packages instant vanilla pudding mix

4 eggs

4 cups semisweet chocolate chips

2 cups chopped walnuts

Directions


2. In a large bowl, cream together the butter, brown sugar, and white sugar. Beat in the instant pudding mix until blended.

Stir in the eggs and vanilla. Blend in the flour mixture. Finally, stir in the chocolate chips and nuts. Drop cookies by rounded

spoonfuls onto ungreased cookie sheets.



Ingredients

1 box (16 ounces) pasta (I used Gemelli)

1 tablespoon oil

1 yellow onion, chopped

1 red bell pepper, chopped

2 cloves garlic, minced

1 pound boneless, skinless chicken breast, cut into bite-sized pieces

1 jar (32 ounces) pasta sauce (I used tomato basil)

½ cup nonfat Greek yogurt

2 cups Sargento Chef Blends Shredded 6 Cheese Italian, divided

Instructions



3. While pasta is cooking, heat oil in a large nonstick skillet. Add onions and pepper, and cook for 5

minutes, or until softened. Add garlic and cook for one minutes, or until fragrant. Move cooked vegetables

into a bowl.

4. Place chicken in the same nonstick skillet and cook until no longer pick (about 3 to 6 minutes, depend-

ing on the size of the pieces). Add vegetables and stir.

Put pasta back into large pot. Add vegetables and toss to combine. Pour in pasta sauce and Greek yogurt, 1

cup cheese and stir until combined. Pour into prepared baking dish. Sprinkle with remaining cheese and

cover with foil to bake for 10 minutes. Remove foil and bake for an additional 5 minutes, or until cheese is

melted and bubbly.

Substitutions for recipes

Chicken Parmigiana:



Instead of Try this

All-purpose flour Whole wheat flour

Whole eggs Egg whites

Bread crumbs Rolled oats or crushed bran cereal

Freshly grated parmesan cheese Fat free or reduced calorie cheese

Mozzarella Part-skim, low moisture mozzarella cheese

Instead of Try this

All-purpose flour Whole wheat flour

Butter, softened Applesauce or prune puree/ butter spreads

Brown sugar/ white sugar Reduce the amount of sugar by one-half or

intensify sweetness by adding vanilla, nutmeg

or cinnamon

Eggs Egg whites

Semisweet chocolate chips Sugar free chocolate chips

Instead of Try this

White pasta Whole wheat pasta

Cheese Fat-free cheese or reduced calorie cheese/

Any of the following:

Vegetable peeler

Zucchini

Carrots

Chocolate bar

Deviled eggs (ingredients)

Salsa (ingredients)

Lemons

Gremolata (ingredients)

Pipers

Tomatoes

Radishes

MATERIALS

NEEDED

About 30-35 minutes

TIME NEEDED

FOR LESSON

Garnishing

Educational Lesson: What is Food Garnishing?

Food garnishing is adding a decorative piece of an edible ingredient such as parsley, lemon wedges, croutons or chocolate curls as a finishing touch to a dish or drink. There are many ways to garnish your food, and you have to be able to use your imagination and creative side.

Ways to garnish food

Add curls & twirls: use a vegetable peeler to shave large curls of any food you want. This can vary from cheese to fruits or even chocolate. Some examples include: topping salads or pas-ta dishes with curls of parmesan, arranging chocolate curls on top of a cake or cupcakes, or making twirls with carrots and zucchini.

Add Gremolata: you can top your entrees and soups with gremolata, this is an Italian garnish consisting of chopped parsley, garlic and lemon peel. You can try other combinations so that it compliments the main dish. For example: minced lime peel, cilantro, and toasted coconut on top of grilled shrimp or minced lemon peel, basil and shallot on top of baked chicken.

Add chives: use chives to garnish any savory dish. You can use them whole or cut them into shorter sections.

Slices and sprigs: lemon or lime halves paired with a sprig of cilantro or parsley will add a simple splash of color to your plate.

Add specks of color: stir chopped fresh herbs into cooked rice or add avocado slices to brown rice.

Piping can be used for other foods not just dessert: make deviled eggs with the help of pip-ing. You can pipe food by filling a piping bag with an ingredient (chocolate, mayonnaise, etc.) and snipping off the tip. Then you are able to draw any shape that you would like on a cake or on your deviled eggs, piping makes precision much easier.

Salsa: make salsas out of fruits or vegetables that compliment the entrée and top the main dish with the salsa. For example: stir together fresh corn, diced red pepper, green onions and a little lime juice. This will add both flavor and color to your dish.

Skewers: use large toothpicks or small wooden skewers to present the food that is comple-mentary to the main dish. For example: thread pieces of cooked sausage and cubes of crusty bread onto the toothpicks and serve with hearty bean soups.


Learn why garnishing is an important part of cooking.

Be able to list at least 2 or more ways to garnish a plate.

Be able to garnish their plate more efficiently.

For this activity, you will demonstrate to the children a few examples of simple garnishing.

Curls & Twirls using a vegetable peeler.

Teach how to make gremolata (Italian garnish consisting of chopped parsley, garlic, and lemon peel) then place it on the chicken breast.

How to make deviled eggs by piping.

How to make a salsa and add it as a topping to the chicken breast.

Adding slices and sprigs to an entrée.

Throughout this lesson, ask the children what they think would look good on certain plates.

Once you are done with the demonstration, allow the students to practice the garnishing skills that were demonstrated.



Reflection:

References

What is the definition of garnishing?

List 3 ways to garnish a plate.

If you had to decorate a plate of chicken alfredo, what kind of garnishing would you add?

Activity: Cooking Demonstration

Campbell’s Kitchen (n.d.). Top Ten Garnishes. Retrieved on March 9, 2015, from http://

www.campbellskitchen.com/cookingtips/gettingcreative/top%20ten%20garnishes.

BBC (n.d.). How to pipe chocolate decorations. Retrieved on April 7, 2015, from http://www.bbc.co.uk/food/

techniques/how_to_pipe_chocolate_decorations.

1 Beach ball

Glo‐Germ kit

Hand washing

soap

Sink

MATERIALS NEEDED

About 25‐30 minutes.

TIME NEEDED FOR LESSON

Germs

Educational Lesson: What are Germs?

Germs are ny microorganisms; they are so ny that the human eye can’t see them. Germs are

everywhere; they are on our skin, in dirt, in water, on plants, and on animals. Germs are even in

the air. Some germs are not harmful, but some of them can cause infec ous diseases like a cold

or the flu.

Different Types of Germs

There are 4 different types of germs: Bacteria, Viruses, Fungi, and Protozoa.

Bacteria are one‐celled organisms, that are only seen through a microscope. Some bacteria cause

diseases like strep throat, tuberculosis, and urinary tract infec on. Most bacterial diseases can be

cured with an bio cs.

Viruses are capsules that contain gene c material. Viruses reproduce by invading healthy cells in

your body and hijacking them and changing how the cells work. Viruses are responsible for caus‐

ing many diseases such as: AIDS, common cold, the Flu, and chicken pox.

Fungi comes in all shapes and sizes. Candida is an infec on that can be given to people and it is

caused by yeast which is a type of fungi, this is usually called a yeast infec on. Other examples of

fungi infec ons are athlete’s foot and ringworm, these will be covered in the hygiene lesson plan.

Protozoa is harmful and can cause diseases such as giardia, malaria, and toxoplasmosis. This sin‐

gle‐celled organism invades the human body by mul plying easily which is why they have a great

advantage against humans. Protozoa is contagious and can be transmi ed through sharing food,

or even touching the person that has it. Some of these diseases are very common (malaria &

toxoplasmosis) and other are rare (giardia).

Healthy Habits that Prevent the Spread of Germs

There are many ways to protect yourself from germs such as:

1. Washing Hands O en

2. Coughing & Sneezing into your elbow

3. Don’t Share Personal Items (EX. Toothbrush, towels, or razors)

4. Get Vaccinated

5. Stay at Home When Sick

Learner Objectives: The 4‐H member will:

Know what germs are.

Be able to list at least 2 different kinds of germs.

Understand how germs are spread.

In this ac vity, the instructor will toss a beach ball around the classroom. Whoever catches the beach ball must give one fact they learned from this lesson. If the fact the student stated was wrong, be sure to correct them. Once the student is done sta ng the fact they can throw it to whomever they would like. Once the children are done sta ng facts, apply the Glo‐Germ cream on the beach ball to show the kids how fast germs spread.

A er this ac vity, properly show the children how to wash their hands:

Wet your hands with clean, running water (hot or cold), turn off the tap and apply soap.

Lather your hands by rubbing them together with the soap. Be sure to lather your whole hand and don’t miss any spots.

Scrub your hands for at least 20 seconds. Sing the happy birthday song from beginning to end twice.

Rinse your hands well under clean, running water.

Dry your hands with a clean towel or air dry them.

Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national origin. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.

Reflection:

References:

Where are germs located? Are all germs harmful?

Name at least two types of germs.

What are 3 ways to prevent the spread of germs?

Activity: Popcorn Beach ball

Mayo Clinic (2014). Germs: Understand and Protect Against Bacteria, Viruses, and Infec on. Retrieved on Febru‐

ary 2, 2015, from h p://www.mayoclinic.org/diseases‐condi ons/infec ous‐diseases/in‐depth/germs/ART‐

20045289.

Communicable Disease Control and Preven on: San Francisco Department of Public Health (n.d.). Protect Your‐

self With Healthy Habits. Retrieved on February 2, 2015, from h p://www.sfcdcp.org/healthyhabits.html.

Communicable Disease Control and Preven on: San Francisco Department of Public Health (n.d.). Germs. Re‐

trieved on February 2, 2015, from h p://www.sfcdcp.org/germs.html.

Med‐Health (2015). Protozoan Diseases. Retrieved on April 6, 2015, from h p://www.med‐health.net/Protozoan

‐Diseases.html.

Centers for Disease Control and Preven on (2014). When & How to Wash Your Hands. Retrieved on April 14,

2015, from h p://www.cdc.gov/handwashing/when‐how‐handwashing.html.

4 pairing knives

4 cutting boards

Kitchen shears

Produce for

leader to

demonstrate

skills with

Produce for

individuals /

groups to cut

Peeler (optional)

MATERIALS

NEEDED

10 minute prep

10 minute lesson

10-20 for groups to

practice cutting skills

TIME NEEDED

FOR LESSON

Knives—Lesson 1

Educational Lesson: The benefit of good knife skills is to keep all of our digits and limbs in place!

Sharp knives, used correctly, are safer than dull knives.

Cooking often includes lots of cutting. There are specific tools to complete specific cutting jobs.

One of the most important tools is a sturdy, nonporous cutting board.

A very handy cutting tool is a pair of kitchen shears. They can be used to snip herbs, trim vegeta-

bles, and cut meat and/or dough.

There are many different knives for various cutting tasks. Knife blades can be smooth or serrated

(saw-toothed). The knife handle should fit comfortably in your hand, and the highest quality

knives have hardwood handles.

The most popular knives are chef knife (also called a French Knife), utility knife, slicing knife, and

paring knife. The chef knife is a large knife that is used to cut, chop, and dice fruits and vegeta-

bles. A utility knife is a good all-purpose knife that can be used to cut up vegetables and cheese,

or to trim fat off of meat. The slicing knife has a serrated blade and is used to cut meat, poultry,

bread, and soft vegetables such as tomatoes. A paring knife is the smallest knife, and is used to

peel fruits and vegetables.

French (Chef’s) Utility Paring Serrated Slicer

Blade: Broad Blade: Narrow Blade: Narrow Blade: Narrow

Tip: Pointed Tip: Pointed Tip: Pointed Tip: Rounded

Length: 8-12 in. Length: 5-8 in. Length: 2-4 in. Length: 8-12 in.

Learner Objectives: The 4-H member will :

learn how to safely use / hold / carry a knife.

learn how to use a knife for chopping fruits / vegetables

be able to identify different types of knives

If possible, watch “Knife Skills Video” at www.http://cookingtogethercookingforever.org with participants.

Pass out the handout “Anatomy of a Knife”.

Discuss basic concepts briefly, including:

Sharpening a knife, how to carry knives, the claw, and how to hold knives when cutting

Leader Demo:

Wash hands with soap and water before beginning.

Review & show how to hold a knife properly.

Demonstrate how to carry a knife correctly. (Knife must be held at the person's side with the tip facing downwards. The sharp edge of the

blade must be facing backwards). Demonstrate how to make a claw when cutting.

Gather cutting board, knife and vegetables. With vegetables and tools, demonstrate basic cutting skills using claw concept and

emphasizing safety.

Group Practice: Break participants up into four groups. Remind participants to wash their hands. With vegetables and tools, 4-H

members will practice basic cutting skills using the “claw” concept. Leader should walk around while participants are practicing to ensure

safe cutting skills. To begin, the leader could ask each group to demonstrate safe cutting methods before beginning individual practice.



Reflection:

Additional Resources:

Ask members if they can relate to a time when someone they know used a knife incorrectly and what happened.

Ask members to describe how using knives correctly will benefit them in their food project.

Ask what new concepts members learned.

Activity:

Holding a Knife Properly Carry a Knife Correctly The “Claw” Cutting Method

4 pairing knives

4 cutting boards

Kitchen shears

Produce for

leader to

demonstrate

skills with

Produce for

individuals /

groups to cut

Peeler (optional)

MATERIALS

NEEDED

10 minute prep

10 minute lesson

10-20 for groups to

practice cutting skills

TIME NEEDED

FOR LESSON

Knives—Lesson 1

Educational Lesson: The benefit of good knife skills is to keep all of our digits and limbs in place!

Sharp knives, used correctly, are safer than dull knives.

Cooking often includes lots of cutting. There are specific tools to complete specific cutting jobs.

One of the most important tools is a sturdy, nonporous cutting board.

A very handy cutting tool is a pair of kitchen shears. They can be used to snip herbs, trim vegeta-

bles, and cut meat and/or dough.

There are many different knives for various cutting tasks. Knife blades can be smooth or serrated

(saw-toothed). The knife handle should fit comfortably in your hand, and the highest quality

knives have hardwood handles.

The most popular knives are chef knife (also called a French Knife), utility knife, slicing knife, and

paring knife. The chef knife is a large knife that is used to cut, chop, and dice fruits and vegeta-

bles. A utility knife is a good all-purpose knife that can be used to cut up vegetables and cheese,

or to trim fat off of meat. The slicing knife has a serrated blade and is used to cut meat, poultry,

bread, and soft vegetables such as tomatoes. A paring knife is the smallest knife, and is used to

peel fruits and vegetables.

French (Chef’s) Utility Paring Serrated Slicer

Blade: Broad Blade: Narrow Blade: Narrow Blade: Narrow

Tip: Pointed Tip: Pointed Tip: Pointed Tip: Rounded

Length: 8-12 in. Length: 5-8 in. Length: 2-4 in. Length: 8-12 in.

Learner Objectives: The 4-H member will :

learn how to safely use / hold / carry a knife.

learn how to use a knife for chopping fruits / vegetables

be able to identify different types of knives

If possible, watch “Knife Skills Video” at www.http://cookingtogethercookingforever.org with participants.

Pass out the handout “Anatomy of a Knife”.

Discuss basic concepts briefly, including:

Sharpening a knife, how to carry knives, the claw, and how to hold knives when cutting

Leader Demo:

Wash hands with soap and water before beginning.

Review & show how to hold a knife properly.

Demonstrate how to carry a knife correctly. (Knife must be held at the person's side with the tip facing downwards. The sharp edge of the

blade must be facing backwards). Demonstrate how to make a claw when cutting.

Gather cutting board, knife and vegetables. With vegetables and tools, demonstrate basic cutting skills using claw concept and

emphasizing safety.

Group Practice: Break participants up into four groups. Remind participants to wash their hands. With vegetables and tools, 4-H

members will practice basic cutting skills using the “claw” concept. Leader should walk around while participants are practicing to ensure

safe cutting skills. To begin, the leader could ask each group to demonstrate safe cutting methods before beginning individual practice.



Reflection:


Ask members if they can relate to a time when someone they know used a knife incorrectly and what happened.

Ask members to describe how using knives correctly will benefit them in their food project.

Ask what new concepts members learned.

Activity:

Holding a Knife Properly Carry a Knife Correctly The “Claw” Cutting Method

4 sets of dry

measuring cups

4 sets of

measuring

spoons

4 large mixing

bowls

Various grocery

items to

measure such as

flour, sugar,

oatmeal, salt

MATERIALS

NEEDED

20—30 minutes

TIME NEEDED

FOR LESSON

Measuring Dry Ingredients

Educational Lesson: Measuring accurately is probably the most important cooking skill in the kitchen. To begin, make sure that you have actual commercial measuring utensils.

Flour: Stir flour in the storage container or bag. Using a large spoon, lightly spoon flour from the container into the measuring cup. Do not shake the cup and do not pack the flour. Using the back of a knife or flat blade spatula, level off the flour even with the top edge of the measuring cup. Don't use the measuring cup to scoop the flour out of the container. You can end up with 150% of the correct measurement if you do this!

Baking Powder & Baking Soda: Stir in the container. Using the measuring spoon, lightly scoop out of the container. Use that knife to level off even with the top edge of the measur-ing spoon.

Sugar is measured by scooping the cup or measuring spoon into the container or bag until it is overflowing, then leveling off with the back of a knife

Brown Sugar needs to be packed into the measuring cup. The sugar should retain the shape of the cup when it is dropped into the other ingredients.

Powdered Sugar usually needs to be sifted to remove small lumps. It is measured by spoon-ing the sugar into the measuring cup from the container, then leveling off with the back of a knife.

Dry Ingredients in Spoons—Ingredients measured in these small amounts still have to be measured carefully. Overfill the measuring spoons and level off using the back of a knife for the most accurate amounts. Accurate amounts of ingredients like baking soda and powder are critical to the success of any baked product.

Chopped Ingredients -Pay close attention to whether or not an ingredient is to be chopped, diced or minced, and whether they are measured before chopping or after. Then the foods are placed in the measuring cup so the top is level with the surface.

When you bake cookies, cakes, breads, pie crusts, and candies, measuring accurately is really

critical to the success of the recipe. When you are cooking casseroles, soups, stir fries, and meats, you can vary amounts more and the end result will still be good.

Learner Objectives:

The 4-H member will learn how to correctly measure dry ingredients.

The 4-H member will be able to identify each dry measuring cup by name.

The 4-H member will be able to identify each measuring spoon by name.

The leader will pass out the measuring sets, spoons, and a mixing bowl to

participants.

Next, each individual (or groups) will receive a different ingredient (i.e. one group

has flour, another has sugar).

The leader will then demonstrate how to measure, beginning with 1 cup. After this

demonstration each group will be asked to show how to measure their own

ingredient using the same cup to the other groups.

Follow the same procedure with the measuring spoons. Once each group has had a

chance to measure with the cups and spoons with their choice ingredient, each

could rotate to try a different one. This of course will depend on your time and

number of participants.



Reflection:


What can happen if you use the wrong measuring tool for your ingredient?

Why is it important to have exact measurements?

Have you ever tried a recipe and used the wrong measuring cup / spoon? What happened?

Do you feel confident enough to make your own recipe now that you’re familiar with measuring?

Activity:

See attached worksheet “Kitchen Measurements 1-2-3”

Below is a great video if you have access to Wi-Fi!

https://www.pinterest.com/pin/2885187236673434/

Measuring

What would you use to measure each of the following products?

1.

2.

3.

4. 5. 6.

7

8. 9.

10. 11. 12.

13. 14. 15.

B. Measuring Spoons C. Liquid Measuring Cup A. Dry Measuring Cups

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLrakqG2kMcCFc0Tkgode-QKag&url=http%3A%2F%2Fwww.amazon.com%2FArm-Hammer-Baking-16-Ounce-Boxes%2Fdp%2FB0029JTUBA&ei=mTXBVfqpO82nyAT7yKvQBg&bvm=bv.99261572,d.aWw&psig=AFQjCNHMjkwYF72mFKnRKzekO4ZN5XlBdw&ust=1438811911818368

Measuring Worksheet Answers

1. A

2. B

3. C

4. C

5. A

6. A

7. B

8. B

9. C

10. C

11. C

12. A

13. A

14. B

15. B

4 sets of dry

measuring cups

4 sets of

measuring

spoons

4 large mixing

bowls

Various grocery

items to

measure such as

flour, sugar,

oatmeal, salt

MATERIALS

NEEDED

20—30 minutes

TIME NEEDED

FOR LESSON

Measuring Dry Ingredients

Educational Lesson: Measuring accurately is probably the most important cooking skill in the kitchen. To begin, make sure that you have actual commercial measuring utensils.

Flour: Stir flour in the storage container or bag. Using a large spoon, lightly spoon flour from the container into the measuring cup. Do not shake the cup and do not pack the flour. Using the back of a knife or flat blade spatula, level off the flour even with the top edge of the measuring cup. Don't use the measuring cup to scoop the flour out of the container. You can end up with 150% of the correct measurement if you do this!

Baking Powder & Baking Soda: Stir in the container. Using the measuring spoon, lightly scoop out of the container. Use that knife to level off even with the top edge of the measur-ing spoon.

Sugar is measured by scooping the cup or measuring spoon into the container or bag until it is overflowing, then leveling off with the back of a knife

Brown Sugar needs to be packed into the measuring cup. The sugar should retain the shape of the cup when it is dropped into the other ingredients.

Powdered Sugar usually needs to be sifted to remove small lumps. It is measured by spoon-ing the sugar into the measuring cup from the container, then leveling off with the back of a knife.

Dry Ingredients in Spoons—Ingredients measured in these small amounts still have to be measured carefully. Overfill the measuring spoons and level off using the back of a knife for the most accurate amounts. Accurate amounts of ingredients like baking soda and powder are critical to the success of any baked product.

Chopped Ingredients -Pay close attention to whether or not an ingredient is to be chopped, diced or minced, and whether they are measured before chopping or after. Then the foods are placed in the measuring cup so the top is level with the surface.

When you bake cookies, cakes, breads, pie crusts, and candies, measuring accurately is really

critical to the success of the recipe. When you are cooking casseroles, soups, stir fries, and meats, you can vary amounts more and the end result will still be good.

Learner Objectives:

The 4-H member will learn how to correctly measure dry ingredients.

The 4-H member will be able to identify each dry measuring cup by name.

The 4-H member will be able to identify each measuring spoon by name.

The leader will pass out the measuring sets, spoons, and a mixing bowl to

participants.

Next, each individual (or groups) will receive a different ingredient (i.e. one group

has flour, another has sugar).

The leader will then demonstrate how to measure, beginning with 1 cup. After this

demonstration each group will be asked to show how to measure their own

ingredient using the same cup to the other groups.

Follow the same procedure with the measuring spoons. Once each group has had a

chance to measure with the cups and spoons with their choice ingredient, each

could rotate to try a different one. This of course will depend on your time and

number of participants.



Reflection:


What can happen if you use the wrong measuring tool for your ingredient?

Why is it important to have exact measurements?

Have you ever tried a recipe and used the wrong measuring cup / spoon? What happened?

Do you feel confident enough to make your own recipe now that you’re familiar with measuring?

Activity:

See attached worksheet “Kitchen Measurements 1-2-3”

Below is a great video if you have access to Wi-Fi!

https://www.pinterest.com/pin/2885187236673434/

Measuring

What would you use to measure each of the following products?

1.

2.

3.

4. 5. 6.

7

8. 9.

10. 11. 12.

13. 14. 15.

B. Measuring Spoons C. Liquid Measuring Cup A. Dry Measuring Cups

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLrakqG2kMcCFc0Tkgode-QKag&url=http%3A%2F%2Fwww.amazon.com%2FArm-Hammer-Baking-16-Ounce-Boxes%2Fdp%2FB0029JTUBA&ei=mTXBVfqpO82nyAT7yKvQBg&bvm=bv.99261572,d.aWw&psig=AFQjCNHMjkwYF72mFKnRKzekO4ZN5XlBdw&ust=1438811911818368

Measuring Worksheet Answers

1. A

2. B

3. C

4. C

5. A

6. A

7. B

8. B

9. C

10. C

11. C

12. A

13. A

14. B

15. B

4 Liquid

measuring Cups

4 Large Mixing

Bowls

4 large bottles of

Water

Food Coloring,

four different

colors

MATERIALS

NEEDED

20—30 minutes will be

needed for this lesson

TIME NEEDED

FOR LESSON

Measuring Liquid Ingredients

Educational Lesson:

Measuring cups, like this one, are used to measure liquids like water,

milk, and oil. It is important to use the correct measuring cup when

following a recipe. Be sure to have your measuring cup on a flat sur-

face when pouring in your ingredient or you may accidentally add too

much or too little to your recipe. When checking to see if the ingredi-

ent is at the desired level, have the measuring cup sitting on a flat,

level surface and bend down to view the measurement at eye level.

Do not hold the cup up to eye level because the cup may not be level

when viewing and it may result in an inaccurate reading.

Learner Objectives: The 4-H member will learn how to correctly measure liquid ingredients.

The 4-H member will learn how to identify 1 cup, 1/4 cup, & 1/2 cup, utilizing their own

measuring cup.

The 4-H member will be able to identify what types of ingredients should be measured in a

liquid measure.

Before Lesson:

Add a few drops of food coloring to bottled water. Each bottle should be a different color if possible.

Activity:

The leader will pass out a 1 cup liquid measuring cup to each individual or group. Allow time for each group to find the 1 cup mark on their measuring cup. Next, the leader should demonstrate how to correctly measure liquid ingredients. (To measure correctly, be sure to do it at eye level. This will ensure you have an accurate or close to perfect measurement).

Next, each individual (or group ) will receive their colored water, ask them to measure 1 cup. Once found, they may pour this water into their mixing bowl and then try another measurement. The colored water should assist in participants easily identifying measurements. It might be fun to have different measurements printed on paper and cut up, and allow someone to draw a measurement each time for the groups to practice!



Reflection:


What types of ingredients should be measured in a liquid measuring cup?

Why is it important to have a correct measurement?

Why can’t liquid ingredients be measured in a dry measuring cup?

Activity:

Measurement worksheet (attached)

http://www.stevespanglerscience.com/lab/experiments/seven-layer-density-column

More worksheets at www.education.com/worksheetsCopyright © 2012-2013 by Education.com

Color the measuring cup up to the indicated amount.

Write down the measurement of each measuring cup in cups and liquid ounces.

Using the measuring cups above convert the following:

MEASURING CUPS

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1CUP

3/4

1/2

1/4

8OZ

6

4

2

1/2 CUP 2 OZ. 3/4 CUP

3/4 CUP = OZ.

1 CUP = OZ.

1/4 CUP = OZ.

8 OZ. = CUPS

2 OZ. = CUPS

4 OZ. = CUPS

3 sets of 3‐by‐5‐

inch cards. Sets

are designated

by common

color.

3 labeled

containers (large

brown bags will

work fine)

MATERIALS NEEDED

About 30‐35 minutes.

TIME NEEDED FOR LESSON

MyPlate

Educational Lesson: What is MyPlate?

MyPlate was created by First Lady Michelle Obama and the USDA Secretary Tom Vilsack, to “serve as a reminder to help consumers make healthier food choices”. The purpose of MyPlate is to help Americans build healthier diets with resources and tools that detail what should be a part of their everyday meals.

How to build a healthy plate with the 5 different food groups.

There are 5 different food groups according to MyPlate, this includes: Fruits, Vegetables, Grains, Protein Foods, and Dairy. For healthy meals, make half your plate fruits and vegetables, switch to fat free or low fat milk, make at least half your grains whole grains, and vary your protein food choices (be sure to keep meat and poultry choices small and lean).

Daily Recommenda on of each food group

The daily recommenda on of food that one eats depends on your age, sex, and level of ac vity.

What foods fall into each food group? ( For more examples go to www.choosemyplate.gov/food‐groups/)

Learner Objectives: The 4‐H member will:

Learn the basics of MyPlate.

Be able to list the 5 different food groups.

Learn the daily recommenda ons for each food group.

Learn how to make a healthy plate.

Food Groups

Boys Girls

Fruits Ages 9‐13: 1.5 cups

Ages 14‐18: 2 cups

Ages 9‐18: 1.5 cups

Vegetables Ages 9‐13: 2.5 cups

Ages 14‐18: 3 cups

Ages 9‐13: 2 cups

Ages 14‐18: 2.5 cups

Grains Ages 9‐13: 6 ounce equivalents

Ages 14‐18: 8 ounce equivalents


Ages 14‐18: 6 ounce equiva‐lents

Protein Ages 9‐13: 5 ounce equivalents

Ages 14‐18: 6.5 ounce equiva‐lents


Dairy Ages 9‐18: 3 cups Ages 9‐18: 3 cups

Fruits Vegetables Grains Protein Dairy

Apples

Grapes

Lemons

Papaya

Watermelon

Kiwi

Corn

Broccoli

Avocado

Spinach

Black beans

Mushrooms

Brown rice

Oatmeal

Corn tor llas

Spaghe

Popcorn

Pretzels

Beef

Chicken

Eggs

Almonds

Fish

Peanut Bu er

Milk

Ice cream

Cheese

Yogurt

Pudding

Prepara on: Prepare a set of cards for each team (three teams with 15 to 20 cards each). Each set of cards should be the

same, but there must be a mark that dis nguishes the different teams, or three different colored index cards can be used. Each of the cards will have a picture of food (for example: a carrot, an apple, a zucchini, etc), a word can be used instead of a picture as well. Containers must be made, and should be labeled with the 5 food groups that were discussed in the educa onal lesson. Large brown bags or large bowls will work fine for this ac vity as long as they are labeled.

Rules:

1. 3 teams are selected, and the room is cleared to allow running a relay.

2. Each student must start behind a line, pick up a card, run and place it in the correct corresponding food group, and return to tag the next person in line. The next person repeats un l all cards are used.

3. The winning team (first to deposit all of their cards in the containers) receives 5 points for best speed; the second team will receive 3 points; and the last team will receive 1 point.

4. The instructor will go to the containers and remove the cards, checking with the group for correct answers. Each correct answer is worth 1 point.

5. The team with the highest point total is the winner.

Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national origin. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.

Reflection:

References

How many food groups are there?

List each food group, and include 5 foods that fall into that category.

What is the purpose of MyPlate?

Activity: Educational Relay

MyPlate (n.d.). About Us. Retrieved on March 5, 2015, from h p://www.choosemyplate.gov/about.html.

United States Department of Agriculture (USDA) (n.d.). How Much Fruit Is Needed Daily? Retrieved on March 5, 2015, from

h p://www.choosemyplate.gov/food‐groups/fruits‐amount.pdf.

USDA (n.d.). How Many Vegetables Are Needed Daily or Weekly? Retrieved on March 5, 2015, from h p://

www.choosemyplate.gov/food‐groups/vegetables‐amount.pdf.

USDA (n.d.). How Many Grain Foods Are Needed Daily? Retrieved on March 5, 2015, from h p://www.choosemyplate.gov/

food‐groups/grains‐amount.pdf.

USDA (n.d.). How Much Food from the Protein Foods Group is Needed Daily? Retrieved on March 5, 2015, from h p://

www.choosemyplate.gov/food‐groups/protein‐foods‐amount.pdf.

USDA (n.d.). How Much Food From the Dairy Group is needed Daily? Retrieved on March 5, 2015, from h p://

www.choosemyplate.gov/food‐groups/dairy.html.

Gilbert, G. G., Sawyer, R. G., & McNeill, B. (2011). Methods of instruc on/interven on. Health Educa on: Crea ng Strate‐

gies for School and Community Health (3rd Ed) (pp. 127‐128). Sudbury, Mass: Jones and Bartle Publishers. Adapted by

Abby Melendez (2015)

apple

banana

orange

watermelon

carrot

broccoli

cucumber

corn

brown rice

whole wheat bread

popcorn

pasta

chicken

eggs

fish

almonds

milk

yogurt

cheese

ice cream

Different utensils

(10-15)

MATERIALS

NEEDED


TIME NEEDED

FOR LESSON

Naming the Utensils

Educational Lesson: What is a kitchen utensil?

A utensil is a simple and useful device that is used for doing tasks in a person’s home and espe-cially in the kitchen.

Importance of specific kitchen utensils

Utensils are built to make your cooking experience as perfect and easy as possible. There are so many utensils that can be used in the kitchen and there is a reason behind that. One of the main reasons for this is the fact that each cooking utensil is fitted to a particular use and if you use the wrong utensil for a certain food, then it might not bring about the same result as the right one. Knowing the material the utensil is made of is also important, as well as the size in order for your food to come out as desired. Utensils can have an effect on one’s health. Because some materials are harder to clean than others and can contain some germs on the surface, which can lead to illness. An example of this would be to avoid cross contamination by using separate cutting boards for raw meat and fresh produce. It is also said that once wooden boards develop hard-to-clean grooves they should be discarded because these grooves are great spots for bacteria to hide and later on contaminate your food. Teflon is a brand name for a nonstick coating on pots and pans and should only be used at low or medium heat because the fumes that are released when used in high temperatures can irritate humans and house hold pets. Another material to look out for is copper because unlined cookware can cause nausea, vomiting, and diarrhea. The norovirus is one of the leading causes of food poisoning and often results in symptoms that are similar to the “stomach flu”. This virus can be avoided by washing vegetables and fruits before using utensils on them.

Different Types of Utensils

For the different types of utensils, refer to the following pages attached to this lesson plan.


Be able to distinguish between the different utensils that are used in the kitchen.

Be able to identify what utensil is best used for certain foods.

Know the importance of using specific utensils to successfully make their entrees.

Apple Corer — This tool has a circular cutting edge that is forced down into the apple, allowing the apple to remain whole so it can then be easily sliced into sections for eating it out of hand or baking it whole with the outer skin. A tool used to extract the core from the apple without cutting the apple into sections and then individually cutting

Apple Slicer — This professional-quality tool is pressed down over the apple to make eight uniform slices and remove the core.

BBQ Tongs — A utensil with long handles used to grip and turn food while cooking

BBQ Spatula — A utensil with long handle and flat bottom used to turn food while cooking.

Can Opener, Hand — A hand held device used for cutting cans open.

Butter Knife - A blunt knife used for cutting or spreading butter or

other similar spreads.

Chef’s Knife — A large knife with a wide blade, generally considered all-purpose knives that are used for cutting and dicing.

Chopper — A utensil used to cut food into smaller pieces.

Chopsticks — A pair of slender sticks made especially of wood or ivory, held between the thumb and fingers and used as an eating utensil in Asian countries and in restaurants serving Asian food.

Cookie Cutter — A shaped template with a sharp edge used to cut cookies or biscuits from rolled dough

Decorative Slicer, Ripple — A utensil used to cut food that leaves a rip-pled edge. food.

Decorative Slicer, Vee — A utensil used to cut food that leaves a vee shape

Egg Separator — A spoon shaped utensil, which has a hole in the bottom and is used to separate the white from the yolk of the egg.

Egg Slicer — A kitchen tool with a slatted , egg-shaped hollow on the bottom and a hinged top consisting of 10 fine steel wires. When the upper portion is brought down onto a hard-cooked egg sitting in the base, it cuts the egg into even slices

Egg Timer — A small hourglass or clockwork timing device used to time the boiling of an egg, usually capable of timing intervals of three to five minutes

Flour Sifter — A utensil used to incorporate air into flour and other dry ingredients.

Garlic Press — A press used for extracting juice from garlic

Grater — A device with sharp edged holes against which something is rubbed to reduce it to shreds. Used to grate such things as cheese.

Grill Brush — A Brush with a long handle on the end that is used to

clean a grill

Gripper — Small rubbery circle used for opening jars.

Ice Cream Scoop — A utensil used to remove ice cream from a carton or other container while forming the ice cream into a ball or oval shape. Ice-cream scoops come in several styles and sizes. Scoops come in many sizes, from tiny to large (about 1 to almost 3 inches in diameter.

Kitchen Fork — A utensil used to lift or turn small food.

Liquid Measuring Cups — Cups that come in clear plastic or glass with

a 1/4” headspace so liquid can be carried without spilling and a pour-

ing spout.

Measuring Cups — Cups that are used to measure dry and solid ingre-

dients. They usually come in a set of four nesting cups: 1/4 cup, 1/3

cup, 1/2 cup, and 1 cup

Measuring Spoons — Spoons that are used to measure small amounts

of dry or liquid ingredients

Meat Tenderizer — Hammer or paddle type utensil that comes in met-al or wood and in a plethora of sizes and shapes. They can be large or small, have horizontal or vertical handles and be round-, square-, or mallet-shaped. Some have smooth surfaces while others are ridged.

Melon Baller — A small bowl-shaped tool used to cut round– or oval-shaped pieces of melon. The best melon ballers are rigidly constructed with wood or metal handles and sharp-edged, stainless steel bowls, which come in several sizes, from about 1/4” to 1”

Mixing Bowl — A large bowl made of pottery, glass, metal, or plastic

and are used to mix ingredients and come in a variety of sizes.

Nut Chopper — A device with blades that chops nuts into small pieces.

Paring Knife — A knife that is smaller and shorter with fairly narrow

blades, generally used for delicate jobs.

Pasta Measurer — A utensil used to measure pasta

Pasta Server — A utensil used to serve pasta.

Pastry Blender — A mixing utensil used to cut flour and shortening

when making pastry and biscuits

Pastry Brush — A small type brush used to spread butter or spices over

food

Pie/Cake Server — A utensil, which has a triangular, shaped bottom

with handle and is used to serve cake or pie.

Pizza Cutter — A utensil consisting of a wheel with a sharpened blade

used to cut pizza

Potato Masher — A tool used to crush food, usually after cooking it, so

that it forms a soft mass

Rolling Pin — A cylinder that may or may not have small handles at

either end used to roll dough for pie crusts, biscuits, or cookies. pizza

Rubber Spatula — A flexible utensil used to remove food from spoons,

side of bowls, and pans

Scraper — A plastic utensil used to scrape food from bowls, etc.

Serving Fork — A large type fork used to serve food

Serving Spoon — A large type spoon used to serve food

Slicing Knife — A knife with long narrow flexible blades that may or

may not be serrated

Soup Spoon — A spoon with a rounded bowl for eating soup

Strainer — A bowl type item with holes in it that is used to separate

liquids from solid food.

Tart Press — Any type of press used to shape or mold pastry

Thermometer, Candy - A candy thermometer, also known as a sugar

thermometer, is a thermometer used to measure the temperature and

therefore the stage of a cooking sugar solution.

Meat Thermometer - A thermometer used to measure the internal

temperature of meat, especially roasts and steaks, and other cooked

foods. The degree of "doneness" of meat correlates closely with the

internal temperature, so that a thermometer reading indicates when it

is cooked as desired.

Tongs - An instrument with two movable arms that are joined at one

end, used for picking up and holding things.

Turner — is a kitchen utensil with a long handle and a broad flat edge,

used for lifting and turning fried foods, biscuits or cookies.

Utility Knife — A knife that has a long and narrow blade that is gener-

ally used for cutting

Vegetable Peeler — A utensil used to peel the skin from vegetables

Wire Whisk — A utensil used to beat and blend ingredients or food,

especially egg white mixtures.

Separate the classroom into two equal teams. Once the students are in their teams, pick two students, one from each team, to go up to the board. You as the instructor will have a few pictures of the utensils that were reviewed in the educational lesson.

When the two students at the board are ready, flash them one of the pictures and the first one to raise their hand and answer correctly will earn a point for their team. Some times you can switch it up and ask them to give you the definition of what the utensil does.

Continue this step until all the students have had their turn or when you run out of pictures.

OR

Gather up 10-15 utensils (listed in the handout) for the students to identify on their own. Once they are done, go through them as a group and see if they got them correct, and then talk about how each would be used.



Reflection:

References:

List at least 2 reasons why it is important to have specific utensils for certain foods.

What is a kitchen utensil?

Name at least 3 utensils and their definitions.

Activity:

Medline Plus (2015). Cooking Utensils and Nutrition. Retrieved on February 26, 2015, from http://

www.nlm.nih.gov/medlineplus/ency/article/002461.htm.

1920-30.com (2012). Utensils for Cooking: Importance of Utensils. Retrieved on February 26,2015, from http://

www.1920-30.com/cooking/cooking-utensils.html.

Oklahoma State University & New Mexico State University (2014). 4-H FCS Skill-a-thon Foods and Cooking ID.

Adapted by Abigail Melendez (2015).

Medline Plus (2013). Cooking utensils and nutrition. Retrieved on April 9, 2015, from http://www.nlm.nih.gov/

medlineplus/ency/article/002461.htm

United States Department of Agriculture (2013). Cutting Boards and Food Safety. Retrieved on April 10, 2015,

from http://www.fsis.usda.gov/wps/portal/fsis/topics/food-safety-education/get-answers/food-safety-fact-

sheets/safe-food-handling/cutting-boards-and-food-safety/ct_index.

National Institute of Allergy and Infectious Diseases (2014). Understanding Foodborne Diseases. Retrieved on

April 10, 2015, from http://www.niaid.nih.gov/topics/foodborne/pages/default.aspx.

Home Food Safety (n.d.). Most Common Foodborne Pathogens. Retrieved on April 10, 2015, from http://

www.homefoodsafety.org/food-poisoning/foodborne-pathogens.

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